CM12: Entrepreneurship Versus Emplpoyment

Brief Project Overview:
Using the play Death of a Salesman as the vehicle for discussion, this project explores and examines entrepreneurship versus self-employment - working for yourself opposed to working for someone else. Discussion can include what types of employment students may seek.
Appropriate Subject and Grade Levels
For high school sophomores/juniors in the following classes:
English
Marketing

Length of Project
After reading the play or watching the video, this project may take at least two 55-minute periods OR one block class period of 95 minutes
NOTE: The length of this project is an estimated minimum time needed for completion that may easily be expanded upon. The length of time will naturally increase as the project is expanded upon by the teacher as it is adapted to meet classroom and curriculum goals.

Teacher Materials Provided
Lesson Plan
Outcomes/Products, Assessments and Standards Matrix – identifies lesson outcomes, standards addressed, and ways to measure learning; includes a brief description of corresponding student activities
Collage Rubric - to clarify the collage assignments and to set out grading criteria for the assignments
Writing Assignment Rubric - to clarify the writing assignments and to set out grading criteria for the assignments

Student Materials Provided
Collage Rubric - to clarify the collage assignments
Writing Assignment Rubric - to clarify the writing assignments

Classroom Facilities Needed
VCR or DVD player and large TV or projector
Computers with Internet access for student reference, research and writing
Printer
Student Supplies Needed
Poster paper
Marker pens
Tape
Glue sticks
Scissors
Dictionaries
Special Resources Needed
Video of Death of a Salesman
Copy for each student of the book Death of a Salesman
Magazines
Preparation Checklist
Review Outcomes/Products, Assessments and Standards Matrix, Lesson Plan, student materials, and perhaps the recommended background materials
Read book and/or watch video

Choose activities most appropriate for your class
Make copies of applicable rubrics for students
Check Google or other search engines for background information on Death of a Salesman
Recommended Background Materials
How to Become a Teenage Entrepreneur (1996) video
Teenbiz-Money Making Teens (1998) video
Three of the many sites for additional Death of a Salesman background information and lessons:
www.educeth.ch/english/readinglist/millera/death.html
www.questica.com/popularSearcher/death_of_a_salesman.jsp
www.webenglishteacher.com/miller.html

Optional: Follow-up Activities to Project
• Propose advice to “would be” entrepreneurs• Bring in another class studying a different subject to discuss different perspectives on Entrepreneurship

CM11: Interviewing Questions

Employers >> Resources >> HR Tips & Strategies
Below is a listing of sample interview questions to use as a guideline when developing questions you might ask a potential employee. The trend in developing these interview questions has been to make them behavioral based, allowing the interviewer to get the maximum benefit from the interview. Review the list and be prepared to discuss as many as possible. Write your fact statements: Your name; SSN; address; references with name, address, and phone number, past employers, contact name, phone number; emergency contacts.

General
Tell me about your recent work experience(s).
Why did you leave your previous place of employment?
Why are there gaps in your employment history?
What strengths and weaknesses would you bring to this position?
What is your understanding of this position and what skills do you bring to the position?
What types of job responsibilities do you find to be most rewarding? Why?
What types of job responsibilities do you find to be most frustrating? Why?
Tell me about your computer skills and what type of software you are experienced with.
What type of management style do you prefer (hands-on, frequent supervision, minimal supervision, etc.) and why?

Behavior Questions
If you were given a handwritten list of 50 names and addresses, along with a letter that needed to be sent to each, how would you complete the task? Explain, in detail, using a mail merge function in word processing software.
Describe a situation when you had to take directions from several people at the same time.
Describe a time when you had to sacrifice quality for a deadline, or visa versa. How did you react to this?
Describe a tough problem that you have dealt with, tell me how you approached it and the outcome.
Tell me about a specific occasion when you conformed to a policy even though you did not agree with it.
Tell me about a time when your manager was unavailable and you had to solve an immediate problem. What did you do and what was the outcome?
Tell me about a project you have been responsible for and how you organized the necessary paperwork, tasks, goals, etc.
Have you ever intervened on behalf of an employee who was not being treated fairly? Tell me about it.
Describe for me two improvements you have made in your job in the past six months.
When you delegate assignments to others, how do you keep track of their progress?
Tell me about a decision you made that your supervisor disagreed with. How did you handle it?
What do you feel would be the most common errors made in a position such as this?
Tell me about a time when you were late or absent to work. How did you communicate that to your supervisor?
How do you deal with difficult or demanding managers/co-workers/customers? Describe a situation.
Tell me about a time when a supervisor asked you to complete a task that you thought was not necessary, or could have been done another way. What steps did you take to achieve the task?
Tell me about a time when you felt you had to break a company rule in order to get something done.

Customer Service
How would your supervisor describe your relationship with your peers?
Describe a customer compliant that you have resolved.
Describe a day when you were faced with multiple interruptions and had to assist in covering an additional position. Tell me how you managed your day to accomplish your work.
Tell me about a time when you were given high priority tasks from multiple supervisors. How did you decide which to complete first?
How would the people you supervise describe your management style?

End of Interview
What aspect of your past employments did you enjoy the most?
Why should I hire you?
Do you have any questions for me?

CM10: Mock Interviews

I will be representing a variety of backgrounds and I will conduct 15 minute interviews with the students, providing a "real world" experience for studends. Students prepare for the interviews in class, preparing resumes, practicing handshakes and rehearsing answers to interview questions. At the end of the interview, the interviewer advises the student as to how s/he performed and gives tips on how to better prepare for the real thing.


Activity: 60/90 minutes.
Prepare resumes, business cards, cover letters, references

Guided Practice:
Sample resumes and templates are available (Microsoft Word)
Business Card templates are available (Publisher)

CM9: Create a job application package and career portfolio

Job Satisfaction

Succeeding on the job involves many steps. You begin by learning your job duties and adjusting to the jobl. Getting along with your supervisor and coworkers will encourage teamwork, as well as make your job more enjoyable. Proper conduct will helpy deal with most situations. Stress can affect your body, mind, and job performance unless you control and manage it.

Evaluating your job performance is one way for you to judge your success on the job. A performance rating by your supervisor helps show your strengths and weaknesses. Learn to recognize if your job is stalled. If you decide to change jobs, plan the change carefully. Consider your future plans and career before you leave.

Earning a job promotion is one step to job success. A lateral move is another. Getting a demotion or losing a job can e an unpleasant experience. However, try to learn from the experience and avoid repeating mistakes.

Unions were developed to help workers be successful and secure in their jobs. Representatives of labor and management discuss work expectations through the process of collective bargaining. Decide whether joing a union benefits you. For some jobs, union membership is required.




Apply Your Skills
Apply those skills neccessary to obtain, create, maintain, and advance employment
Produce a career portfolio that exemplifies academic, occupational, and SCANS competencies/employability skills.

Facts in Review
What does it mean for a worker to be hired on a probational basis?
What is the main cause of stress?
How can you prepare for your first day on the job?
List the four types of changes possible in job status.

CM8: Career Explorations

“Get A Life!” - Career Exploration Project

Brief Project Overview:
In this project, students will assess their personality type to help determine if they are suited for a career in finance or business. This may be done by going online or by using assessments available through the school. Using this information, students will select and research two finance or business careers that interest them. They will begin to develop a job portfolio that will include a current resume and cover letter that they could use immediately to get a job. Students will also be guided in collecting appropriate job application information and how to request letters of recommendation.

Appropriate Subjects and Grade Levels
For high school freshman through seniors, in the following classes:
English
Social Science
Economics
Technology
Business
Public Speaking

Length of Project
One 55-minute class period for each of the 5 lessons. Additional days may be utilized for student presentations or other optional project enhancements.
Lesson #1 -- Personality Type and Career Choices
Lesson #2 -- Write a High School Resume
Lesson #3 -- Cover Letters
Lesson #4 -- Letters of Recommendation
Lesson #5 -- Job Application
NOTE: The length of this project is an estimated minimum time needed for completion that may easily be expanded upon. The length of time will naturally increase as the project is expanded upon by the teacher as it is adapted to meet classroom and curriculum goals.

Recommended Background Materials
No-Brainers on Resumes and Cover Letters video
Winning Cover Letters, 2nd Edition book by Robin Ryan (Author)
Cover Letter Magic book by Wendy S. Enelow, Louise M. Kursmark
e-Resumes: Everything You Need to Know About Using Electronic Resumes to Tap into Today's Hot Job Market book by Susan Britton Whitcomb, Pat Kendall
Building a Great Resume book by Kate Wendleton, Mark Gonska
The Everything Resume Book (Everything Series) book by Burton Jay Nadler
Your First Resume: For Students and Anyone Preparing to Enter Today's Tough Job Market book by Ronald W. Fry, Ron Fry
Resumes for First-Time Job Hunters book by VGM Career Horizons (Editor)

CM7: Careers Options

It is important to be able to identify with who you are, as an individual. You must first define your interests, values, likes, dislikes, and preferences. Being able to associate strengths and weaknesses as a means of growing is also important.

Find the career of your choicie. Write a Research paper of your career that includes the requirements, the salary range, and responsibilities.
Career Clusters / Occupations
http://www.khake.com/page2.html

CM6: Decision Making / Career Planning

Understand the decision-making process as a component of career planning

Critique personal, educational and career goals

Produce a personal career plan



Steps in the Decision-Making Process

1. Define the problem or question.

2. Establish goals.

3. Identify resources.

4. Consider alternatives.

5. Make a decision.

6. Implement it.

7. Evaluate results.





What are the advantages of using the decision-making process to address a complex problem or decision?

CM5: Non-Verbal Communications

Non-Verbal Communication

When Demosthenes was asked what was the first part of oratory he answered, "'action"; and which was the second, he replied, "action"; and which was third he still answered, "action." People tend to believe actions more than words!

Have you ever heard anyone say, "His actions spoke so loudly I couldn't hear what he said?" Have you ever wondered whether anyone has said this about you? What we do is a means of communication, subject to interpretation by others. Did you ever stop to think that even failure to act is a way of communicating?

Today, many researchers are concerned with the information sent by communication that is independent of and different from verbal information; namely, the non-verbal communication. Verbal communication is organized by language; non-verbal communication is not.

Communication is the transfer of information from one person to another. Most of us spend about 75 percent of our waking hours communicating our knowledge, thoughts, and ideas to others. However, most of us fail to realize that a great deal of our communication is of a non-verbal form as opposed to the oral and written forms. Non-verbal communication includes facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups. It may also include the way we wear our clothes or the silence we keep.

In person-to-person communications our messages are sent on two levels simultaneously. If the nonverbal cues and the spoken message are incongruous, the flow of communication is hindered. Right or wrong, the receiver of the communication tends to base the intentions of the sender on the non- verbal cues he receives.

Categories and Features
G. W. Porter divides non-verbal communication into four broad categories:

Physical. This is the personal type of communication. It includes facial expressions, tone of voice, sense of touch, sense of smell, and body motions.

Aesthetic. This is the type of communication that takes place through creative expressions: playing instrumental music, dancing, painting and sculpturing.

Signs. This is the mechanical type of communication, which includes the use of signal flags, the 21-gun salute, horns, and sirens.

Symbolic. This is the type of communication that makes use of religious, status, or ego-building symbols.

Our concern here will be with what Porter has called the physical method of non-verbal communication.

Knowledge of non-verbal communication is important managers who serve as leaders of organizational "teams," for at least two reasons:

To function effectively as a team leader the manager must interact with the other members successfully. Non-verbal cues, when interpreted correctly, provide him with one means to do so.
The team members project attitudes and feelings through non-verbal communication. Some personal needs such as approval, growth, achievement, and recognition may be met in effective teams. The extent to which these needs are met is closely related to how perceptive the team leader and team members are to non-verbal communication in themselves and in others on the team.

If the team members show a true awareness to non-verbal cues, the organization will have a better chance to succeed, for it will be an open, honest, and confronting unit. Argyle and his associates have been studying the features of nonverbal communication that provide information to managers and their team members. The following summarizes their findings:
Static Features

Distance.
Distance. The distance one stands from another frequently conveys a non-verbal message. In some cultures it is a sign of attraction, while in others it may reflect status or the intensity of the exchange.

Orientation. People may present themselves in various ways: face-to-face, side-to-side, or even back-to-back. For example, cooperating people are likely to sit side-by-side while competitors frequently face one another.

Posture. Obviously one can be lying down, seated, or standing. These are not the elements of posture that convey messages. Are we slouched or erect ? Are our legs crossed or our arms folded ? Such postures convey a degree of formality and the degree of relaxation in the communication exchange.

Physical Contact. Shaking hands, touching, holding, embracing, pushing, or patting on the back all convey messages. They reflect an element of intimacy or a feeling of (or lack of) attraction.

Dynamic Features
Facial Expressions.
Facial Expressions. A smile, frown, raised eyebrow, yawn, and sneer all convey information. Facial expressions continuall y change during interaction and are monitored constantly by the recipient. There is evidence that the meaning of these expressions may be similar across cultures.


Gestures. One of the most frequently observed, but least understood, cues is a hand movement. Most people use hand movements regularly when talking. While some gestures (e.g., a clenched fist) have universal meanings, most of the others are individually learned and idiosyncratic.
Looking. A major feature of social communication is eye contact. It can convey emotion, signal when to talk or finish, or aversion. The frequency of contact may suggest either interest or boredom.

The above list shows that both static features and dynamic features transmit important information from the sender to the receiver.
Tortoriello, Blott, and DeWine have defined non-verbal communication as:
". . . the exchange of messages primarily through non-linguistic means, including: kinesics (body language), facial expressions and eye contact, tactile communication, space and territory, environment, paralanguage (vocal but non-linguistic cues), and the use of silence and time."
Let's review these non-linguistic ways of exchanging messages in more detail.

Kinesics
Lamb believes the best way to access an executive's managerial potential is not to listen to what he has to say, but to observe what he does when he is saying it. He calls this new behavioral science "movement analysis." Some of the movements and gestures he has analyzed follow:
Forward and Backward Movements. If you extend a hand straight forward during an interview or tend to lean forward, Lamb considers you to be an "operator"- good for an organization requiring an infusion of energy or dramatic change of course.

Vertical Movements. If you tend to draw yourself up to your tallest during the handshake, Lamb considers you to be a "presenter." You are a master at selling yourself or the organization in which you are employed.

Side-to-Side Movements. If you take a lot of space while talking by moving your arms about, you are a good informer and good listener. You are best suited for an organization seeking a better sense of direction. Lamb believes there is a relationship between positioning of the body and movements of the limbs and facial expressions. He has observed harmony between the two. On the other hand, if certain gestures are rehearsed, such as those made to impress others, there is a tendency to separate the posture and the movements. The harmony disappears.
Studies by Lamb also indicate that communication comes about through our degree of body flexibility. If you begin a movement with considerable force and then decelerate, you are considered a "gentle-touch." By contrast, if you are a "pressurizer," you are firm from beginning to end. The accuracy of Lamb's analyses is not fully known. However, it is important that corporation executives are becoming so sensitive to the importance of non-verbal messages that they are hiring consultants, such as Lamb, to analyze non-verbal communications in their organizations.

Facial Expressions
Facial expressions usually communicate emotions. The expressions tell the attitudes of the communicator. Researchers have discovered that certain facial areas reveal our emotional state better than others. For example, the eyes tend to reveal happiness or sadness, and even surprise. The lower face also can reveal happiness or surprise; the smile, for example, can communicate friendliness and cooperation. The lower face, brows, and forehead can also reveal anger. Mehrabian believes verbal cues provide 7 percent of the meaning of the message; vocal cues, 38 percent; and facial expressions, 55 percent. This means that, as the receiver of a message, you can rely heavily on the facial expressions of the sender because his expressions are a better indicator of the meaning behind the message than his words.

Eye Contact
Eye contact is a direct and powerful form of non-verbal communication. The superior in the organization generally maintains eye contact longer than the subordinate. The direct stare of the sender of the message conveys candor and openness. It elicits a feeling of trust. Downward glances are generally associated with modesty. Eyes rolled upward are associated with fatigue.

Tactile Communication
Communication through touch is obviously non-verbal. Used properly it can create a more direct message than dozens of words; used improperly it can build barriers and cause mistrust. You can easily invade someone's space through this type of communication. If it is used reciprocally, it indicates solidarity; if not used reciprocally, it tends to indicate differences in status. Touch not only facilitates the sending of the message, but the emotional impact of the message as well.

Personal Space
Personal space is your "bubble" - the space you place between yourself and others. This invisible boundary becomes apparent only when someone bumps or tries to enter your bubble.
How you identify your personal space and use the environment in which you find yourself influences your ability to send or receive messages. How close do you stand to the one with whom you are communicating ? Where do you sit in the room ? How do you position yourself with respect to others at a meeting ? All of these things affect your level of comfort, and the level of comfort of those receiving your message.
Goldhaber says there are three basic principles that summarize the use of personal space in an organization: The higher your position (status) in the organization,
(a) the more and better space you will have,
(b) the better protected your territory will be, and
(c) the easier it will be to invade the territory of lower-status personnel.
The impact of use of space on the communication process is related directly to the environment in which the space is maintained.

Environment
How do you arrange the objects in your environment - the desks, chairs, tables, and bookcases? The design of your office, according to researchers, can greatly affect the communications within it. Some managers divide their offices into personal and impersonal areas. This can improve the communication process if the areas are used for the purposes intended.
Your pecking-order in the organization is frequently determined by such things as the size of your desk, square feet in your office, number of windows in the office, quality of the carpet, and type of paintings (originals or copies) on the wall.
It is obvious that your personal space and environment affect the level of your comfort and your status and facilitate or hinder the communication process.

Paralanguage
Is the content of your message contradicted by the attitude with which you are communicating it? Researchers have found that the tone, pitch, quality of voice, and rate of speaking convey emotions that can be accurately judged regardless of the content of the message. The important thing to gain from this is that the voice is important, not just as the conveyor of the message, but as a complement to the message. As a communicator you should be sensitive to the influence of tone, pitch, and quality of your voice on the interpretation of your message by the receiver.

Silence and Time
Silence can be a positive or negative influence in the communications process. It can provide a link between messages or sever relationships. It can create tension and uneasiness or create a peaceful situation. Silence can also be judgmental by indicating favor or disfavor - agreement or disagreement.

For example, suppose a manager finds a couple of his staff members resting.
If he believes these staff members are basically lazy, the idleness conveys to him that they are "goofing off" and should be given additional assignments.

If he believes these staff members are self-motivated and good workers, the idleness conveys to him that they are taking a well-deserved "break."

If he is personally insecure, the idleness conveys to him that they are threatening his authority.
Time can be an indicator of status. How long will you give the staff member who wishes to speak to you ? How long will you make him wait to see you ? Do you maintain a schedule? Is your schedule such that your subordinates must arrange their schedules to suit yours ? In a healthy organization, the manager and his subordinates use time to communicate their mutual respect to each other.

Closing Thoughts
Regardless of your position in the organization it is important for you to develop some sensitivity to nonverbal messages. Cooperation improves as we recognize and respond appropriately to non-verbal cues. Of course you have been aware of non-verbal communications all of your life, but how much thought have you given them?

CM4: Budgetting/ Finance

“Deals on Wheels!” - Car Loan Project

Brief Project Overview
In this project students will learn about budgets, car purchasing, and using credit. They will calculate monthly car payments including tax and license fees, vehicle trade-in and down payments. While this lesson is intended to educate the consumer, and thus all students, there are many career opportunities related to the field of finance. Perhaps this will get students thinking about one.

Appropriate Subjects and Grade Levels
For all high school students in the following classes:
• Economics• Accounting• Business Concepts• Business Law• Business Math• Financial Records

Length of Project
One 55-minute class period; Handout #3 could be continued as homework assignment
Optional— one additional 55-minute class period for job description & role-play assignment
Optional— one additional 55-minute class period for guest speaker, job description & role play
NOTE: The length of this project is an estimated minimum time needed for completion that may easily be expanded upon. The length of time will naturally increase as the project is expanded upon by the teacher as it is adapted to meet classroom and curriculum goals.

Teacher’s Materials Provided
Deals on Wheels Lesson Plan
Outcomes/Products Assessments and Standards Matrix - identifies lesson outcomes, standards addressed, and ways to measure learning; brief descriptions of corresponding student activities.
Calculating Amount to Be Financed/Borrowed - may be used as a blank overhead to demonstrate completion of student worksheet.
Calculating Amount to Be Financed/Borrowed Sample Teacher Overhead - overhead master with sample calculation already filled in.
Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loan - may be used as a blank overhead to demonstrate completion of student worksheet.
Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loan Answer Key
Budget & Pie Chart Rubric - clarify budget & Pie Chart assignment requirements and assessment criteria.
Budget Essay Rubric - clarify Budget Essay assignment requirements and assessment criteria.
Optional additional activity materials listed below.

Student Materials Provided
Calculating Amount to Be Financed/Borrowed Student Copy - worksheet for calculating car loan amounts
Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loan - worksheet for calculating monthly car payments
Creating a Budget - assignment instructions
Budget and Pie Chart Rubric - clarify Budget & Pie Chart assignment requirements
Budget Essay Rubric - clarify Budget Essay assignment requirements

Optional follow-up activity materials listed below
Classroom Facilities Needed
Computer/printer for students
Internet access
Word, Excel, Publisher (optional)
Overhead projector
Student Supplies Needed
Calculators
Storage Media: disks, CD's, zip disks, USB storage

Teacher’s Preparation Checklist
Review Outcomes/Products and Assessments Matrix, Lesson Plan , student materials and perhaps the recommended background materials.
Practice following the student’s exercise directions

Make one copy of each handout per student:
Calculating Amount to be Financed/Borrowed Student Copy
Calculating Amount of Monthly Payment, Total Finance Charge and Total Cost of Loan
Creating a Budget
Budget and Pie Chart Rubric
Budget Essay Rubric
Gather calculators and disks
Recommended Background Materials
No-Brainers on Buying a New Car (1998) video
The Insiders Guide to Buying a New or Used Car book by Burke Leon, Stephanie Leon
Car Secrets Revealed book by Corey Rudl

Optional: Follow-up Activities
Financing Practice Problems Student Copy, Financing Practice Problems Answer Key
Loan Agent Interview
Create a Job Description from the interview results, Job Description for a Career in Finance Rubric
Role play the process of obtaining a loan depicting current interest rates, what rates students could qualify for, and how a person could qualify for the lowest rate possible (using information obtained from the interview)
Invite a guest speaker from a car dealership’s finance department

CM3: Money Management

House of Cards - Credit Card Project

Brief Project Overview:
This project takes a student-centered approach in which students examine credit and how it may affect them and their future. It includes topics such as shopping for and establishing credit, the pitfalls of using credit and the cost of using credit. While this lesson is intended to educate the consumer, and thus all students, there are many career opportunities related to the field of consumer finances. Perhaps this will get the students thinking about a future in a financial career. All necessary worksheets and files are available with this project and can be accessed by clicking on the blue underlined titles.

Appropriate Subjects and Grade Levels
For 10 – 12th grade high school students in the following classes:
Economics
Consumer Education courses
Math
Business
Language Arts

Length of Project
One 55-minute class period for each of the three lessons; the follow-up lesson to Lesson 2 (Understanding Credit Card Terms) requires student work outside of classroom and one additional 55-minute period

Lesson 1: How Credit Card Interest Works
Lesson 2: The Credit Card Trap
Lesson 3: Credit Card Danger and Abuse

CM2: Handling Stress

How To Handle Stress

You need stress in your life! Does that surprise you? Perhaps so, but it is quite true. Without stress, life would be dull and unexciting. Stress adds flavor, challenge, and opportunity to life. Too much stress, however, can seriously affect your physical and mental well-being. A major challenge in this stress-filled world of today is to make the stress in your life work for you instead of against you.

Stress is with us all the time. It comes from mental or emotional activity and physical activity. It is unique and personal to each of us. So personal, in fact, that what may be relaxing to one person may be stressful to another. For example, if you're a busy executive who likes to keep busy all the time, "taking it easy" at the beach on a beautiful day may feel extremely frustrating, nonproductive, and upsetting. You may be emotionally distressed from "doing nothing."
Too much emotional stress can cause physical illness such as high blood pressure, ulcers, or even heart disease; physical stress from work or exercise is not likely to cause such ailments. The truth is that physical exercise can help you to relax and to handle your mental or emotional stress.

Hans Selye, M.D., a recognized expert in the field, has defined stress as a "non-specific response of the body to a demand." The important issue is learning how our bodies respond to these demands. When stress becomes prolonged or particularly frustrating, it can become harmful-causing distress or "bad stress." Recognizing the early signs of distress and then doing something about them can make an important difference in the quality of your life, and may actually influence your survival.

Reacting to Stress
To use stress in a positive way and prevent it from becoming distress, you should become aware of your own reactions to stressful events. The body responds to stress by going through three stages: (1) alarm, (2) resistance, and (3) exhaustion.
Let's take the example of a typical commuter in rush-hour traffic. If a car suddenly pulls out in front of him, his initial alarm reaction may include fear of an accident, anger at the driver who committed the action, and general frustration. His body may respond in the alarm stage by releasing hormones into the bloodstream which cause his face to flush, perspiration to form, his stomach to have a sinking feeling, and his arms and legs to tighten. The next stage is resistance, in which the body repairs damage caused by the stress. If the stress of driving continues with repeated close calls or traffic jams, however, his body will not have time to make repairs. He may become so conditioned to expect potential problems when he drives that he tightens up at the beginning of each commuting day. Eventually, he may even develop one of the diseases of stress, such as migraine headaches, high blood pressure, backaches, or insomnia. While it is impossible to live completely free of stress and distress, it is possible to prevent some distress as well as to minimize its impact when it can't be avoided.

Helping Yourself
When stress does occur, it is important to recognize and deal with it. Here are some suggestions for ways to handle stress. As you begin to understand more about how stress affects you as an individual, you will come up with your own ideas of helping to ease the tensions.
Try physical activity. When you are nervous, angry, or upset, release the pressure through exercise or physical activity. Running, walking, playing tennis, or working in your garden are just some of the activities you might try. Physical exercise will relieve that "up tight" feeling, relax you, and turn the frowns into smiles. Remember, your body and your mind work together.
Share your stress. It helps to talk to someone about your concerns and worries. Perhaps a friend, family member, teacher, or counselor can help you see your problem in a different light. If you feel your problem is serious, you might seek professional help from a psychologist, psychiatrist, or social worker. Knowing when to ask for help may avoid more serious problems later.

Know your limits. If a problem is beyond your control and cannot be changed at the moment, don't fight the situation. Learn to accept what is-for now-until such time when you can change it.
Take care of yourself. You are special. Get enough rest and eat well. If you are irritable and tense from lack of sleep or if you are not eating correctly, you will have less ability to deal with stressful situations. If stress repeatedly keeps you from sleeping, you should ask your doctor for help.

Make time for fun. Schedule time for both work and recreation. Play can be just as important to your well-being as work; you need a break from your daily routine to just relax and have fun.
Be a participant. One way to keep from getting bored, sad, and lonely is to go where it's all happening: Sitting alone can make you feel frustrated. Instead of feeling sorry for yourself, get involved and become a participant. Offer your services in neighborhood or volunteer organizations. Help yourself by helping other people. Get involved in the world and the people around you, and you'll find they will be attracted to you. You're on your way to making new friends and enjoying new activities.

Check off your tasks. Trying to take care of everything at once can seem overwhelming, and, as a result, you may not accomplish anything, Instead, make a list of what tasks you have to do, then do one at a time, checking them off as they're completed. Give priority to the most important ones and do those first.

Must you always be right? Do other people upset you - particularly when they don't do things your way? Try cooperation instead of confrontation; it's better than fighting and always being "right:" A little give and take on both sides will reduce the strain and make you both feel more comfortable.

It's OK to cry. A good cry can be a healthy way to bring relief to your anxiety, and it might even prevent a headache or other physical consequence. Take some deep breaths; they also release tension.
Create a quiet scene. You can't always run away, but you can "dream the impossible dream." A quiet country scene painted mentally, or on canvas, can take you out of the turmoil of a stressful situation. Change the scene by reading a good book or playing beautiful music to create a sense of peace and tranquility.

Avoid self-medication. Although you can use drugs to relieve stress temporarily, drugs do not remove the conditions that caused the stress in the first place. Drugs, in fact, may be habit-forming and create more stress than they take away. They should be taken :only on the advice of your doctor.

The Art of Relaxation
The best strategy for avoiding stress is to learn how to relax. Unfortunately, many people try to relax at the same pace that they lead the rest of their lives. For a while, tune out your worries about time, productivity, and "doing right." You will find satisfaction in just being, without striving. Find activities that give you pleasure and that are good for your mental and physical well-being. Forget about always winning. Focus on relaxation, enjoyment, and health. Be good to yourself.

CM1: Research / Writing Skills

“It's a Bird, It's a Plane, It's Travel Time” Travel Brochure Project

Brief Project Overview
In this project, students will demonstrate their Internet research and persuasive writing skills to create colorful, informative travel brochures to popular vacation destinations, all while gaining valuable communication skills working with their peers and exploring many areas of the world they have yet to see!

Appropriate Subjects and Grade Levels
For high school students in the following classes:
English
Social Science
Business
Marketing Technology
For 7th and 8th grade junior high school students in:
Social Studies
Optional: Interdisciplinary Connections - Math, Foreign Language

Length of Project
Approximately 3-4 days (55-minute class periods)
NOTE: The length of this project is an estimated minimum time needed for completion that may easily be expanded upon. The length of time will naturally increase as the project is expanded upon by the teacher as it is adapted to meet classroom and curriculum goals.

Teacher’s Materials Provided
Lesson Plan
Outcomes/Products Assessments and Standards Matrix – identifies lesson outcomes, standards addressed, and ways to measure learning; includes a brief description of corresponding student activities
Travel Brochure Rubric #2 Group Grade - to clarify the Travel Brochure assignment and to set out grading criteria for the assignment
Optional: Travel Brochure Presentation Rubric #3 Group Grade - to clarify the Optional Travel Brochure Presentation assignment and to set out grading criteria for the assignment

Student Materials Provided
Analyzing Travel Brochures student worksheet with short answer questions related to identifying attributes of an effective travel brochure
Travel Brochure Roles & Job Descriptions handout clarifying division of labor for the group’s travel brochure research and writing
Web Links handout with suggested web addresses useful for this project
Student Collaboration Rubric #1 – each student will use four copies of this to evaluate their own and their teammates contributions to the project
Travel Brochure Rubric #2 Group Grade - to clarify the Travel Brochure assignment
Optional: Travel Brochure Presentation Rubric #3 Group Grade - to clarify the Optional Travel Brochure Presentation assignment

Classroom Facilities Needed
Computer/ color printer access for each student
Internet access
Word and/or Publisher
Atlas--optional
Student Supplies Needed
Pen/pencils
Floppy disks
Special Resources Needed
Selection of sample travel brochures

Teacher Preparation Checklist
Review Outcomes/Products and Assessments Matrix, Lesson Plan, student materials and perhaps the recommended background materials
Make plans to distribute electronically:
Web Links Handout #3 - one per student or group; best distributed as a file rather than a paper handout

Make copies of handouts for students
Analyzing Travel Brochures - one per student or group
Travel Brochure Roles & Job Descriptions - one per student
Student Collaboration Rubric #1 - four per student
Travel Brochure Rubric #2 Group Grade - one per student
Optional: Travel Brochure Presentation Rubric #3 Group Grade - one per student
Recommended Background Materials
National Geographic Maps: The Complete Collection CD-ROM, Topics Entertainment

Optional: Follow-up Activities
Use maps from the Internet, as well as other maps, to plan the routes to get to the vacation destinations researched in class. How do the different maps vary in the information they provide and their usefulness?
Using the Web sites described in the featured article, use the Internet to research transportation fares to various vacation destinations. Then, create a comparative chart that indicates differences in fares on different dates. (NOTE: Most travel Web sites require users to “register” by giving at least a screen name, password, and an email address. Adults should supervise the registration process for this exercise.)
Write to various Chamber of Commerce offices in a variety of cities and obtain tourist brochures. What do the brochures they send indicate about the tourism industry in that city? What attractions and activities do these brochures highlight?
Interview travel agents about the positive and negative effects of the Web on their business.
Interdisciplinary Connections

Foreign Language:
Create a vacation guide about a location where the language of study is spoken.Examine tourism Web sites written in the language of study.
Compose a brochure in the language of study that “sells” a country of the same language of study.

Mathematics:
Imagine that you are planning a trip to visit five sites across the country or around the world. Use scales on maps to calculate the air distance and the road distance between locations.

Personal and Social Development

Learning all about yourself can help you make decisions about the career that is right for you. As you learn about yourself, yuour interss, aptitudes, abilaities, personality, habits, and persoal priorities, you will more likely choose a satisfying career.

Before you choose a career, you need to know and understand yourself. You can start by looking at your interests. What do you enjoy doing the most? To be successful in a career, you need to have more than an interest in it. You need to consider your aptitude for ability to perform the duties required for that career as well.

You also need to consider your personality when choosing a career. Matching your responsibility with a suitable career will increase your chances for success and happiness on the job.

Knowing your personal priorities can help you make choices in your career and set goals in your life. You can use your personal priorities to help guide your behavior and give some direction in your career choice. Once you know your personal priorites, you can also use them to help you set goals. The way you achieve your goals will depend on your own personal standards and the resources available to you.

A Look at Me
Life Map
Lifestyle Collage
Reality Budget
Personal Improvement Plan
Wellness Plan


Evaluate individual characteristics/traits, interests/preferences, ability levels, skill acquisition, talents/aptittudes, and values in relation to setting and achieving personal, social, lifestyle, educational and career goals. Write several paragraphs describing yourself by using the following terms: abililities, aptitudes, ethics, habits, interests, personality, resources, self-concept, standards, and personal priorities. List several short-term and long-term goals that you might want to achieve.

Who Am I

identity
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i·den·ti·ty [ ī déntətee ] (plural i·den·ti·ties)
noun
Definition:

1. what identifies somebody or something: the name or essential character that identifies somebody or something
2. essential self: the set of characteristics that somebody recognizes as belonging uniquely to himself or herself and constituting his or her individual personality for life
3. sameness: the fact or condition of being the same or exactly alike


Write a list of your values and interests on a piece of paper.
What are your hobbies.
What career do you plan to pursue.
Does your interests and value match with the skills needed to work in that occupation?
Does that occupation require you to work outside or inside?
Has your hobbies, interests, and values changed over the last year? Why?